Teaching English to Pre-teens and Teens

Final Project Rubric

This assignment is worth 50 points total. A perfect score of 50 will be one that “Exceeds Target” in all categories. Plans that fall between “Meets” and “Exceeds” will receive scores of 41-49 points, accordingly, and those that fall with in the “Approaches” to “Meets” range1will receive 40 or fewer points accordingly.

APPROACHES TARGET (40) MEETS TARGET (41-49) EXCEEDS TARGET (50)A. Completion One or more components of the

project are incomplete and/or not submitted by the deadline.

Most project components are complete and submitted by the deadline.

The project is complete and submitted by the deadline.

B. Collaboration & Contribution

*Scores will be adjusted individually based on documented communication with group members and productive contributions to the Project Outline and Lesson Plans.

No evidence of communication or collaboration on project discussion threads.orEvidence of some communication after significant prompting from group members and/or course instructors.

Contributions are not productive; feedack on other group members’ work offered solely instead of participating in the writing/creating of materials; no evidence of revision and editing based on feedback.

Evidence of adequate communication and collaboration on project discussion threads with little or no prompting from group members and/or course instructors.

Some productive contributions are made in addition to offering feedack on other group members’ work; evidence of some revision and editing of project components based on feedback received.

Evidence of active and meaningful communication and collaboration on project discussion threads initiated by participant.

Contributions are productive; participant writes/creates materials and gives feedback on other group members’ work; strong evidence of revision and editing based on feedback provided by group mates, course colleagues and instructor.

C. Skill Focus:

Learning Activities are language focused and incorporate practical application of concepts covered in the course with regard to language skill instruction

The project is not aligned with language standards and what students learn is not relevant in terms of language development and concepts from academic subject areas.

The project is aligned with language standards and concepts from academic subject areas, but it may need more focus on language skills or include too few, too many, or less relevant concepts from academic subject areas.

The project is clearly aligned with language standards and focused on teaching students relevant knowledge and skills derived from course goals & objectives and key concepts at the heart of academic subject areas.

D. Project Focus:

Learning Activities are collaborative, student-centered and demonstrate practical application of the concepts covered in the course with regard to Project Based Learning

Project and lesson plans include individual or group activities in which the audience is the teacher only. Activities are dictated by the teacher with little or no student input. Little to no use of the elements of PBL.

Project and lesson plans include a mix of individual or group activities in which the audience is another group or the wider classroom. Some aspects of the project activities include student input. Some attempt at applying a few of the elements of PBL.

Project and lesson plans include a mix of individual or group activities in which the audience is another group, the wider classroom or beyond (in-person or virtual). Many or all aspects of the project activities require input and action from the students. Strong, clear use of several of the elements of PBL.

E. Context & Rationale(part 1)

Does not complete all of the project outline information. Describes project’s purpose but lacks detail and/or clear rationale for implementing the project.

Completes all of the project outline information. Describes project’s purpose and gives a level of detail and rationale that is clear and consistent.

Completes all of the project outline information clearly and articulately. Gives a detailed description of project’s purpose and rationale.

F. Learning Objectives (part 2)

There are no measurable learning objectives with clearly stated outcomes. Missing the integration of the four skills (reading, writing, listening, speaking)

There are some measurable learning objectives with mostly clearly stated outcomes. Attempts integration of the four skills (reading, writing, listening, speaking)

There are measurable learning objectives with clearly stated outcomes, and a strong match to the activities. Clearly applies the integration of the four skills (reading writing, listening, speaking)

G. Learning Activities & Assessment(part 3)

Does not clearly outline the steps or timeline or gives an incomplete set of steps or an unrealistic schedule/timeline. Other teachers would have difficulty implementing lesson plans.

There is no assessment tool or the tool does not measure progress towards mastery of identified language objectives targeted in learning activities.

Clearly outlines most of the steps and gives a somewhat realistic timeline. Other teachers may be able to implement lesson plans.

The assessment tool measures progress towards identified language objectives which are not clearly defined within the ABCD model and/or targeted in learning activities.

Clearly outlines and details all steps and has a realistic, clear timeline. Other teachers could easily implement lesson plans.

An assessment tool measures progress towards identified language objectives that are clearly defined within the ABCD model and targeted in learning activities.

H. Example Product(part 4)

*This final component of the project is to create your own individual “product” intended to serve as a model for your students.

Does not submit an original example product or example product does not adequately demonstrate the project’s targeted skills/knowledge.

An original example product is submitted that mostly demonstrates the project’s targeted skills/knowledge.

An original example product clearly demonstrates the project’s targeted skills/knowledge.

Comments:

Adapted from: The Buck Institute for Education (2011).